Level One – School is performing at or above the state standard for the indicator.

Level Two – School is performing near the state standard for the indicator or improving.

Level Three – School is performing below the state standard for the indicator.

Too Small — Too few students for evaluation.

Ratings are based on performance during the most recent year or on a three-year average. Schools performing at Level One or Level Two on all school quality indicators are rated as "Accredited." In addition:

Upon request by a local school board, schools serving students with special needs may be evaluated based on alternate accreditation plans approved by the state Board of Education.
Schools under state sanction for not implementing corrective actions plans are rated as "Accreditation Denied."
More information about the commonwealth’s school accreditation standards is available on the Virginia Department of Education website.

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests

Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction

Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests

Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction

Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

Percentage of Students

Data Source

Percent Passing

Percent Passing With Recovery

Percent Showing Growth

Percent Showing EL Progress or Proficiency

Accreditation Combined Rate

No Proficiency or Growth

Current Year

Previous Year

Cumulative 3 Year

A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year

Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two

Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three

Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome

Point Value

Diploma

100

High school equivalency

75

Still in school

70

Local certificate of program completion

25

Dropout

0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two

Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three

Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

60

81

19

21

60

81

19

20

61

82

18

Female

27

57

83

17

24

62

86

14

25

59

85

15

Male

17

62

79

21

18

57

75

25

16

63

79

21

American Indian

<

<

<

<

<

<

<

<

<

<

<

<

Asian

34

59

93

7

33

56

90

10

24

63

88

13

Black

11

66

78

22

13

66

79

21

15

64

79

21

Hispanic

15

54

69

31

12

55

67

33

10

58

68

32

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

29

60

90

10

27

64

91

9

29

62

91

9

Multiple Races

21

64

85

15

32

55

87

13

30

62

92

8

Students with Disabilities

11

31

43

57

10

33

43

57

9

38

47

53

Students without Disabilities

23

65

89

11

23

65

88

12

22

65

87

13

Economically Disadvantaged

15

54

69

31

11

51

62

38

8

55

64

36

Not Economically Disadvantaged

25

63

87

13

26

65

91

9

27

65

92

8

English Learners

11

51

63

37

6

20

26

74

7

24

31

69

Homeless

<

<

<

<

8

33

42

58

17

42

58

42

Military Connected

32

59

90

10

23

67

90

10

Foster Care

<

<

<

<

<

<

<

<

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

23

64

86

14

23

61

83

17

23

61

84

16

Female

28

60

88

12

24

65

89

11

28

58

86

14

Male

17

68

85

15

21

57

78

22

19

63

82

18

American Indian

<

<

<

<

<

<

100

0

<

<

<

<

Asian

38

58

96

4

29

60

90

10

25

66

91

9

Black

13

75

87

13

15

66

80

20

19

60

79

21

Hispanic

17

56

72

28

14

57

70

30

12

59

71

29

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

29

65

94

6

28

65

93

7

34

59

93

7

Multiple Races

11

78

89

11

53

44

97

3

23

68

90

10

Students with Disabilities

11

39

50

50

12

40

52

48

10

43

53

47

Students without Disabilities

25

68

93

7

24

64

89

11

25

64

88

12

Economically Disadvantaged

17

59

75

25

11

53

64

36

12

57

69

31

Not Economically Disadvantaged

26

66

92

8

29

65

94

6

29

63

92

8

English Learners

15

60

75

25

8

23

31

69

6

31

37

63

Homeless

<

<

100

0

<

<

<

<

<

<

<

<

Military Connected

26

70

95

5

31

64

95

5

Foster Care

<

<

<

<

<

<

<

<

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

20

55

76

24

19

59

78

22

18

62

79

21

Female

25

53

78

22

24

60

83

17

24

61

84

16

Male

16

58

73

27

15

58

73

27

12

63

75

25

American Indian

<

<

<

<

<

<

100

0

Asian

28

60

88

12

37

53

89

11

24

60

83

17

Black

10

59

69

31

11

67

77

23

11

68

79

21

Hispanic

13

53

66

34

10

54

64

36

8

57

65

35

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

30

55

84

16

26

62

89

11

25

64

89

11

Multiple Races

35

45

80

20

10

67

77

23

38

56

94

6

Students with Disabilities

12

25

36

64

8

26

34

66

9

32

41

59

Students without Disabilities

22

62

84

16

21

65

86

14

19

66

85

15

Economically Disadvantaged

14

48

62

38

12

49

61

39

4

54

58

42

Not Economically Disadvantaged

23

59

82

18

23

64

88

12

25

66

91

9

English Learners

6

39

45

55

4

18

21

79

8

17

25

75

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

45

35

80

20

16

69

84

16

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

29

46

75

25

30

47

77

23

34

44

78

22

Female

30

48

78

22

39

45

84

16

43

40

83

17

Male

28

45

72

28

21

49

70

30

25

47

72

28

American Indian

<

<

100

0

Asian

41

48

89

11

49

37

86

14

48

38

86

14

Black

23

40

63

38

20

52

72

28

28

47

75

25

Hispanic

17

49

66

34

17

47

64

36

16

45

61

39

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

38

49

87

13

38

52

90

10

41

46

87

13

Multiple Races

50

30

80

20

40

30

70

30

71

29

100

0

Students with Disabilities

15

23

38

62

8

26

34

66

5

24

29

71

Students without Disabilities

32

51

83

17

34

50

84

16

38

47

85

15

Economically Disadvantaged

18

45

63

37

16

45

61

39

15

42

57

43

Not Economically Disadvantaged

34

47

80

20

37

48

84

16

44

45

89

11

English Learners

5

40

45

55

4

21

25

75

-

21

21

79

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

41

35

76

24

42

38

80

20

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

29

46

75

25

30

47

77

23

34

44

78

22

Female

30

48

78

22

39

45

84

16

43

40

83

17

Male

28

45

72

28

21

49

70

30

25

47

72

28

American Indian

<

<

100

0

Asian

41

48

89

11

49

37

86

14

48

38

86

14

Black

23

40

63

38

20

52

72

28

28

47

75

25

Hispanic

17

49

66

34

17

47

64

36

16

45

61

39

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

38

49

87

13

38

52

90

10

41

46

87

13

Multiple Races

50

30

80

20

40

30

70

30

71

29

100

0

Students with Disabilities

15

23

38

62

8

26

34

66

5

24

29

71

Students without Disabilities

32

51

83

17

34

50

84

16

38

47

85

15

Economically Disadvantaged

18

45

63

37

16

45

61

39

15

42

57

43

Not Economically Disadvantaged

34

47

80

20

37

48

84

16

44

45

89

11

English Learners

5

40

45

55

4

21

25

75

-

21

21

79

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

41

35

76

24

42

38

80

20

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

24

59

83

17

25

58

83

17

33

53

86

14

Female

29

55

85

15

30

58

87

13

37

53

90

10

Male

20

61

81

19

21

58

79

21

30

53

83

17

American Indian

<

<

<

<

<

<

<

<

<

<

<

<

Asian

47

46

93

7

49

42

91

9

48

43

91

9

Black

16

63

79

21

19

58

77

23

30

50

79

21

Hispanic

13

60

73

27

12

62

73

27

18

61

78

22

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

30

60

90

10

29

62

92

8

40

53

94

6

Multiple Races

23

62

85

15

36

52

89

11

49

46

95

5

Students with Disabilities

11

37

48

52

11

36

47

53

10

36

46

54

Students without Disabilities

27

63

90

10

28

62

90

10

37

56

92

8

Economically Disadvantaged

19

51

69

31

15

54

69

31

19

55

74

26

Not Economically Disadvantaged

27

63

90

10

31

60

91

9

41

52

93

7

English Learners

11

57

68

32

7

40

47

53

7

46

53

47

Homeless

<

<

<

<

15

23

38

62

18

45

64

36

Military Connected

29

62

90

10

37

55

92

8

Foster Care

<

<

<

<

<

<

<

<

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

5

60

64

36

4

57

61

39

5

66

71

29

Female

4

66

70

30

4

64

68

32

5

69

74

26

Male

6

54

59

41

3

51

54

46

6

63

69

31

American Indian

<

<

<

<

<

<

<

<

Asian

5

55

59

41

13

57

70

30

11

67

78

22

Black

4

55

60

40

6

42

48

52

3

57

60

40

Hispanic

5

56

60

40

2

56

58

42

7

63

70

30

Native Hawaiian

<

<

100

0

White

7

72

80

20

2

74

75

25

2

78

80

20

Multiple Races

-

64

64

36

<

<

<

<

9

73

82

18

Students with Disabilities

8

32

40

60

9

27

36

64

8

31

39

61

Students without Disabilities

3

71

74

26

2

69

70

30

5

77

81

19

Economically Disadvantaged

6

49

56

44

2

51

53

47

6

56

62

38

Not Economically Disadvantaged

3

70

73

27

5

65

70

30

5

75

80

20

English Learners

3

55

57

43

8

33

40

60

7

46

54

46

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

9

55

64

36

11

84

95

5

Foster Care

<

<

<

<

<

<

<

<

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

23

55

78

22

20

62

83

17

30

53

83

17

Female

30

50

80

20

28

60

88

12

33

56

89

11

Male

17

59

76

24

12

65

77

23

27

51

78

22

Asian

44

53

97

3

26

59

85

15

47

41

88

12

Black

13

60

73

27

19

64

83

17

28

52

80

20

Hispanic

18

53

70

30

12

64

75

25

16

59

74

26

White

30

54

84

16

27

65

92

8

37

54

91

9

Multiple Races

13

67

80

20

36

50

86

14

35

59

94

6

Students with Disabilities

9

31

40

60

8

39

47

53

9

38

48

52

Students without Disabilities

26

61

87

13

23

68

91

9

34

56

90

10

Economically Disadvantaged

17

46

64

36

12

58

70

30

19

53

72

28

Not Economically Disadvantaged

26

60

86

14

26

65

91

9

38

54

91

9

English Learners

15

52

67

33

4

47

51

49

8

40

48

52

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

30

68

97

3

33

52

85

15

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

31

68

98

2

38

60

97

3

49

50

100

0

Female

38

61

99

1

44

53

97

3

54

46

100

0

Male

24

74

98

2

32

66

97

3

43

56

99

1

American Indian

<

<

100

0

<

<

100

0

Asian

51

47

99

1

57

43

100

0

55

45

100

0

Black

24

76

100

0

28

67

95

5

57

42

98

2

Hispanic

16

80

96

4

25

71

97

3

38

63

100

0

Native Hawaiian

<

<

100

0

<

<

100

0

White

30

70

99

1

37

61

97

3

46

54

100

0

Multiple Races

31

69

100

0

43

52

95

5

62

38

100

0

Students with Disabilities

16

79

95

5

20

80

100

0

<

<

<

<

Students without Disabilities

31

67

99

1

38

59

97

3

50

50

100

0

Economically Disadvantaged

35

61

96

4

32

63

95

5

40

60

100

0

Not Economically Disadvantaged

29

70

99

1

39

59

98

2

52

48

100

0

English Learners

22

74

96

4

<

<

100

0

<

<

100

0

Homeless

<

<

100

0

<

<

100

0

Military Connected

45

45

91

9

53

43

97

3

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

74

26

100

0

66

34

100

0

81

19

100

0

Female

81

19

100

0

56

44

100

0

94

6

100

0

Male

67

33

100

0

77

23

100

0

73

27

100

0

American Indian

<

<

100

0

Asian

88

12

100

0

85

15

100

0

85

15

100

0

Black

36

64

100

0

45

55

100

0

<

<

100

0

Hispanic

<

<

100

0

<

<

100

0

<

<

100

0

Native Hawaiian

<

<

100

0

White

87

13

100

0

57

43

100

0

85

15

100

0

Multiple Races

<

<

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

100

0

<

<

100

0

Students without Disabilities

74

26

100

0

66

34

100

0

81

19

100

0

Economically Disadvantaged

<

<

100

0

93

7

100

0

<

<

100

0

Not Economically Disadvantaged

75

25

100

0

60

40

100

0

84

16

100

0

English Learners

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

<

<

100

0

Male

<

<

100

0

Asian

<

<

100

0

White

<

<

100

0

Students with Disabilities

<

<

100

0

Students without Disabilities

<

<

100

0

Economically Disadvantaged

<

<

100

0

Not Economically Disadvantaged

<

<

100

0

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

60

79

21

17

61

77

23

22

59

81

19

Female

20

59

79

21

14

63

78

22

23

59

82

18

Male

19

61

80

20

19

58

77

23

22

59

80

20

American Indian

<

<

<

<

<

<

100

0

Asian

34

55

90

10

33

58

91

9

28

56

83

17

Black

10

64

74

26

8

63

71

29

13

68

82

18

Hispanic

8

63

71

29

8

55

63

37

8

57

65

35

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

28

60

88

12

21

68

89

11

35

58

92

8

Multiple Races

45

35

80

20

23

57

80

20

44

53

97

3

Students with Disabilities

11

38

49

51

1

36

38

62

9

37

46

54

Students without Disabilities

21

65

86

14

19

65

85

15

24

62

86

14

Economically Disadvantaged

12

51

63

37

8

48

57

43

7

52

58

42

Not Economically Disadvantaged

23

65

88

12

21

68

89

11

31

63

93

7

English Learners

2

50

51

49

-

26

26

74

8

19

26

74

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

25

75

100

0

27

64

91

9

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

60

79

21

17

61

77

23

22

59

81

19

Female

20

59

79

21

14

63

78

22

23

59

82

18

Male

19

61

80

20

19

58

77

23

22

59

80

20

American Indian

<

<

<

<

<

<

100

0

Asian

34

55

90

10

33

58

91

9

28

56

83

17

Black

10

64

74

26

8

63

71

29

13

68

82

18

Hispanic

8

63

71

29

8

55

63

37

8

57

65

35

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

28

60

88

12

21

68

89

11

35

58

92

8

Multiple Races

45

35

80

20

23

57

80

20

44

53

97

3

Students with Disabilities

11

38

49

51

1

36

38

62

9

37

46

54

Students without Disabilities

21

65

86

14

19

65

85

15

24

62

86

14

Economically Disadvantaged

12

51

63

37

8

48

57

43

7

52

58

42

Not Economically Disadvantaged

23

65

88

12

21

68

89

11

31

63

93

7

English Learners

2

50

51

49

-

26

26

74

8

19

26

74

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

25

75

100

0

27

64

91

9

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

41

48

88

12

40

49

89

11

38

49

87

13

Female

41

50

91

9

45

43

87

13

40

48

87

13

Male

41

46

87

13

35

55

90

10

36

50

86

14

American Indian

<

<

100

0

<

<

100

0

Asian

63

31

94

6

60

38

99

1

41

50

91

9

Black

32

50

82

18

34

55

89

11

29

57

86

14

Hispanic

22

63

86

14

24

55

79

21

22

52

75

25

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

53

41

94

6

51

45

96

4

51

42

94

6

Multiple Races

60

25

85

15

40

43

83

17

61

39

100

0

Students with Disabilities

17

38

55

45

5

56

62

38

3

52

55

45

Students without Disabilities

46

50

96

4

46

47

94

6

43

48

92

8

Economically Disadvantaged

25

54

79

21

20

57

77

23

19

55

74

26

Not Economically Disadvantaged

48

45

93

7

51

44

95

5

47

46

93

7

English Learners

8

66

74

26

-

51

51

49

3

49

51

49

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

50

40

90

10

44

49

93

7

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

40

48

88

12

41

48

89

11

38

48

87

13

Female

41

50

91

9

46

42

87

13

40

47

87

13

Male

40

46

86

14

35

55

90

10

37

49

86

14

American Indian

<

<

100

0

<

<

100

0

Asian

63

31

94

6

60

38

99

1

42

49

91

9

Black

32

50

82

18

34

55

89

11

29

56

85

15

Hispanic

20

65

85

15

24

54

78

22

23

52

74

26

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

53

40

94

6

51

44

96

4

51

42

94

6

Multiple Races

60

25

85

15

40

43

83

17

61

39

100

0

Students with Disabilities

13

38

51

49

6

53

59

41

3

48

52

48

Students without Disabilities

46

50

96

4

46

47

94

6

43

48

92

8

Economically Disadvantaged

24

54

79

21

20

56

77

23

19

55

74

26

Not Economically Disadvantaged

48

45

93

7

51

44

95

5

48

45

93

7

English Learners

7

67

74

26

-

49

49

51

3

42

45

55

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

50

40

90

10

44

49

93

7

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

School

17

8

14

Division

1,256

850

1,072

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

1025

1059

1080

Female

514

502

500

Male

511

557

580

American Indian

3

4

7

Asian

143

148

160

Black

184

204

193

Hispanic

324

314

324

Native Hawaiian

2

4

3

White

308

321

335

Multiple Races

61

64

58

Students with Disabilities

156

148

149

Students without Disabilities

869

911

931

Economically Disadvantaged

337

395

353

Not Economically Disadvantaged

688

664

727

English Learners

288

359

282

Not English Learners

737

700

798

Homeless

5

5

2

Military Connected

62

87

61

Foster Care

1

2

4

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

886

95

928

90

970

91

Female

422

43

462

52

459

43

Male

464

52

466

38

511

48

American Indian

<

<

<

<

<

<

Asian

136

13

131

11

137

16

Black

169

20

163

18

182

19

Hispanic

283

30

288

35

279

35

Native Hawaiian

<

<

<

<

<

<

White

249

29

286

20

304

20

Multiple Races

45

3

56

5

61

1

Students with Disabilities

138

24

119

34

116

23

Economically Disadvantaged

296

43

307

54

334

57

English Learners

254

30

250

29

231

25

Homeless

<

<

8

5

8

7

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

<

Disorderly or Disruptive Behavior Offenses

107

Other Offenses Against Persons

52

All Other Offenses

<

Property Offenses

<

Offenses Against Staff

<

Offenses Against Student

26

Technology Offenses

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

0.2

0.3

0.4

Asian

15.2

1.2

14

9.1

14

9.7

Black

19.4

48.8

18

47.7

19.3

50.4

Hispanic

31.7

19.8

31.6

31.8

29.7

20.4

Native Hawaiian

0.2

0.2

0.4

White

28.3

20.9

30

3.4

30.3

12.4

Multiple Races

5

9.3

6

8

6

7.1

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.2

0.3

0.4

Asian

15.2

14

14

Black

19.4

18

19.3

20

Hispanic

31.7

31.6

29.7

40

Native Hawaiian

0.2

0.2

0.4

White

28.3

30

30.3

20

Multiple Races

5

6

6

20

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.2

0.3

0.4

Asian

15.2

14

14

Black

19.4

18

19.3

Hispanic

31.7

31.6

29.7

Native Hawaiian

0.2

0.2

0.4

White

28.3

30

30.3

Multiple Races

5

6

6

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

31.1

33.2

34.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

12.1

10.8

11.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

83.7

79.6

77.1

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

Poverty Level

All Teachers

Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading

Mathematics performance — percentage of students in the school passing state tests in mathematics

Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing

English learner progress — percentage of English learners making progress toward English-language proficiency

Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)

Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year.
Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

86%

84%

74%

70%

Asian

91%

92%

89%

70%

Black

81%

80%

60%

70%

Hispanic

77%

75%

64%

70%

White

93%

92%

81%

70%

Economically Disadvantaged

74%

71%

63%

70%

English Learners

70%

69%

57%

70%

Students with Disabilities

47%

48%

42%

70%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests.
Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group

Current Rate

All Students

81%

Asian

85%

Black

83%

Hispanic

63%

White

92%

Economically Disadvantaged

58%

English Learners

41%

Students with Disabilities

47%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student Group

Growth English Reading

Growth Mathematics

All Students

85%

88%

Asian

90%

92%

Black

84%

83%

Hispanic

73%

80%

White

92%

94%

Economically Disadvantaged

70%

78%

English Learners

66%

73%

Students with Disabilities

58%

53%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support.
The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

9%

9%

9%

10%

Asian

10%

9%

5%

10%

Black

9%

10%

9%

10%

Hispanic

11%

11%

9%

10%

White

6%

8%

9%

10%

Economically Disadvantaged

15%

14%

13%

10%

English Learners

10%

10%

8%

10%

Students with Disabilities

17%

18%

14%

10%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.
Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners

Percent

Annual Target

Long-Term Goal

English Learner Progress

67%

46%

58%

English Learner Proficiency

19%

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency.
Virginia also reports on the percentage of English learners who attain proficiency.

English Learners

Numerator

Denominator

Rate

English Learner Progress

62

92

67%

English Learner Proficiency

22

113

19%

ESSA Participation Rates

Student Group

English Reading Participation

Mathematics Participation

Science Participation

All Students

100%

100%

100%

Asian

100%

99%

100%

Black

100%

100%

100%

Hispanic

100%

99%

100%

White

100%

100%

100%

Economically Disadvantaged

100%

99%

100%

Not Economically Disadvantaged

100%

100%

100%

English Learners

100%

99%

100%

Students with Disabilities

100%

99%

100%

Students without Disabilities

100%

100%

100%

Female

100%

100%

100%

Male

100%

100%

100%

Migrant

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers.
States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).